The Forms of Dissonance Experienced by U.S. University Agriculture Students during a Study Abroad to Nicaragua

Autor/inn/en	O'Malley, Adam M.; Roberts, Richie; Stair, Kristin S.; Blackburn, J. Joey
Titel	The Forms of Dissonance Experienced by U.S. University Agriculture Students during a Study Abroad to Nicaragua
Quelle	In: Journal of Agricultural Education, 60 (2019) 3, S.191-205 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Foreign Countries; Agricultural Education; Study Abroad; Service Learning; Cultural Awareness; World Views; Cultural Differences; Transformative Learning; Student Attitudes; College Students; Consciousness Raising; World Problems; Global Approach; Louisiana; Nicaragua + Suchen Sie Ihr Suchwort? Ausland; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Studies abroad; Auslandsstudium; Service-Learning; Cultural identity; Kulturelle Identität; World view; Weltanschauung; Kultureller Unterschied; Pädagogische Transformation; Schülerverhalten; Collegestudent; Bewusstseinsbildung; Weltproblem; Globales Denken
Abstract	In spring 2018, nine agriculture students from Louisiana State University traveled to Nicaragua for a study abroad course. During this experience, students explored agricultural industries and engaged in cultural tours as well as in a service-learning project. Evidence has demonstrated that such experiences can transform students' intercultural sensitivity, global knowledge, and views on agriculture. To facilitate such an experience, however, requires educators to design experiences that challenge students' existing values and worldviews -- a concept known as dissonance. Mezirow theorized that when individuals reflect critically on dissonance, it spurs a transformational learning (TL) process. However, knowledge of the types of dissonance that initiate TL in study abroad programs is insufficient. This study, therefore, sought to understand the multiple ways that students experienced dissonance during a study abroad course. Through our analysis, four forms of dissonance emerged: (1) environmental, (2) sociocultural, (3) intellectual, and (4) personal. When viewed through the lens of TL theory, the forms of dissonance appeared to shape and influence how students experienced TL as well as their resulting perspective changes. As a consequence, this study provided important insights into how study abroad courses could be designed and delivered to better encourage the maturation of students' perspectives on global issues and problems. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06